Classroom easel



June 22, 1955 M. A. FINNEMANN CLASSROOM EASEL Filed April 11, 1963 INVENTOR. M/Xf .4. F/lV/VEMA Al/V ##oxweys United States Patent 3,fti),6ti3 CLASfiRGGM EASEL Mike A. Finneniann, t. Paul, Minn assignor to Antler Corporation, St. Paul, Minn, a corporation of Mimesota Filled Apr. 11, 1963, Ser. No. 272,482 4 Claims. (@l. M -45(9) This invention relates generally to artists easels, and pertains more particularly to an easel for classroom use.

One object of the invention is to provide an easel that will permit a number of students to use both sides of the easel at the same time.

Another object is to provide a classroom easel that can be readily erected for use or knocked down for storage purposes, as circumstances require. In this regard, cognizance should be taken of the fact that a portion of the easel constituting the Working surfaces can be easily detached, not only aiding in the knocking down of the entire easel but contributing considerably to the ease with which the easel can be moved from place to place in a building, such as a public school where art classes may be held in different rooms.

A further object of the invention is to provide a classroom easel that will be quite rigid and sturdy when erected for use, this being of appreciable advantage with respect to the providing of appropriate working surfaces that are formed by panels that are quite firm when mounted and which are capable of resisting more than normal forces that would otherwise knock over an ordinary easel.

Yet another object of the invention is to provide a classroom easel that will accommodate ordinary paper drinking cups as the paint containers.

Still a further object of the invention is to provide a classroom easel that can be manufactured at a relatively low cost, thereby encouraging its purchase and adoption by schools of all sizes, even though some such schools might have a limited enrollment and in which the easel would not be used constantly.

These and other objects and advantages of my invention will more fully appear from the following description, made in connection with the accompanying drawing, wherein like reference characters refer to the same or similar parts throughout the several views and in which:

FIGURE 1 is a perspective view of one form my classroom easel may assume;

FIGURE 2 is a vertical sectional view taken in the direction of line 22 of FIGURE 1 in order to show to better advantage the manner in which the easel is constructed, and

FIGURE 3 is a fragmentary perspective detail on an enlarged scale of the upper lefthand portion of the easel illustrated in FIGURE 1.

Referring now in detail to the drawing, the classroom easel that has been selected for exemplifying the invention includes a baseboard of appropriate length for the number of students to be accommodated. A pair of downwardly diverging legs 12; are shown at the right in FIG- URE 1, these legs appearing more clearly in FIGURE 2. From FTGURE 2, it can be seen that the upper ends of the legs 12 have secured thereto leg plates l4 that permit the secnrement of the legs to the under face of the baseboard Til through the agency of screws In. Somewhat similar legs .are shown at the left of FIGURE 1, these legs having been identified by the reference numeral 13 inasmuch as they are different from the legs 12 by reason of casters or wheels 2t) disposed at their lower ends. Although not visible, the upper ends of the legs 18 are also equipped with leg plates 14 so that they can be attached to the under face of the baseboard by additional screws 16.

I ii fifihli Patented June 22, 1965 It will be noted that the upper face of the baseboard 1% has a pair of parallel grooves 22, 24 extending from end to end. These grooves, as can best be seen from FIG- URE 2, incline or converge toward each other at the upper face of the baseboard 10. Also, it is to be discerned that the grooves 22, 24 are quite narrow. Actually, the width of the grooves 22, 24 is such as to snugly but releasably receive the lower marginal edges of a pair of panels 26, 23.

The panels 26, 28 have their upper edges pivotally connected together by a continuous hinge 3% that extends almost from one end of the panel 26, 28 to the other. As will presently be explained, the hinge 3t} terminates in a spaced relation with respect to the ends of the panels 26, 28. A plurality of small rivets or bolts 32 are used to secure the leaves of the hinge 59 to the panels 26, 28. Not only do the bolts 32 serve to attach the upper marginal edges of the panels 26, 28 to the hinge 3%, but these same screws (or rivets) anchor small resilient or spring clips 34 in proper position so that drawing paper and the like can be held in place while the students are using the easel, it only being necessary to slip the upper marginal portion of the paper between a selected spring clip 34 and one of the panels 26, 28.

Attention is directed at this time to the presence of a pair of vertical rods or posts 36. These rods or posts 36 are preferably of wooden dowel stock and therefore have a circular cross-section and are also somewhat flexible or resilient inasmuch as they can be deflected. The lower ends of the rods 36 are pressfitted into drilled holes at 38. Thus, the holes 38 are for all intents and purposes of the same diameter that the rods 36 are. In order to permit the use of rods 36 having a substantial diameter, on the order of three-quarter inch or so, it is planned that arcuate cuts or notches at) be provided in the pane-ls Z6, 28 where the rods 36 pass therebetween. The arcnate cuts or notches 40 can readily be formed by a simple drilling operation, using a three-quarter inch drill when the panels 2s, 25 are in the inclined position shown in the drawing. A pair of lines or cords 42 perform a dual role by reason of the fact that they permit the hanging of drawings, especially those done in watercolors, and also serve to flex slightly the rods 35. The slight flexing or deflecting of the rods 36 is instrumental in pulling the rods against the panels 26, 23 adjacent their arcuate cuts or notches 49. In other words, the lines 42 are pulled taut and the concomitant pull exerted on the rods 36 contributes to producing a very sturdy panel structure that resists dislodgement when knocked against or when too much pressure is applied by any of the students working on the surfaces provided by said panels 26, 28.

Next to be described are several connector brackets 44-. In the illustrated instance, three such connector brackets 44 have been employed. It will be observed that these brackets are formed with upper notches at 46 and lower notches at 43. Thus, portions of the brackets 44 extend laterally beyond the side edges of the baseboard it). The central portion of the various connector brackets 44 are appropriately attached to the lower face of the baseboard, such as by screws, nails or an adhesive. The upper notches 416 permit the placement of a pair of cup rails 50 therein. Hereagain, appropriate means of securing the cup rails to the brackets, more specifically the portions projecting laterally beyond the side edges of the baseboard It may be resorted to. Each cup rail 50 is provided with a series of spaced circular openings 52. A pair of bottom rails 54 are secured to the brackets 44, these bottom rails 54 fitting in the lower notches 48. Once again, an appropriate means of securing the rails 54 in place may be emploped. From FIGURE 2,. it will be perceived that any of the openings 52 can readily accommodate an ordinary paper drinking cup, such as that labeled 56. For simplicity, the cup has only been shown on what would be the far side of the easel pictured in FIGURE 1. However, any number of the cups 56 can be placed within the openings contained in the cup rails 50 at both sides of the easel. It can be readily appreciated that the lip or rim of the cup 56 does not have to be supported by the cup rails 50, for the bottom of the cup 56 in each instance is supported by the bottom rails 54.

Having presented the foregoing information, the manher in which my classroom easel is used should be readily understood. It is important to note, though, that the panels 26 and 28, which provide the working surfaces for the students, can readily be disengaged from the grooves 22 and 24, respectively. It will be recalled that the width of each groove is commensurate with the thickness the lower edge of the particular panel received therein. It will also be remembered that the grooves 22, 24 are formed at an inclination, there being a convergence thereof toward the upper face of the baseboard 10. Consequently, the panels 26, 28 are maintained quite firmly in place by virtue of the grooves 22, 24. However, the employment of the vertical rods 36 enhance the over-all rigidity of the panels 26, 28 as far as their support is concerned. It has already been explained that these rods 36 are flexed somewhat by the lines 42 so that the rod are pulled adjacent their upper ends toward each other and therefore bear against the material of the panels adjacent the cuts or notches 40. It has also been pointed out that the lines 42 can be used for hanging paintings that are to be dried.

Even though the panels 26, 28 are maintained firmly in place during actual use, it can be recognized that the rods 36 may be quickly dislodged and that the panels 26, 28 can then be lifted out of the grooves 22, 24. This leaves a structure that is considerably reduced in size and will normally be in condition for storage. Such a removal of the panels 26, 28 also allows the baseboard to be used for the supporting of table tops of different descriptions. If the entire easel is to be stored in a place of very limited volume, further reduction in size of the easel for storage purposes can be elfected by the removal of the legs 12 and 18, although such removal is not normally intended for short periods of storage.

Still further, it is to be observed that the entire easel can be easily moved about by merely lifting the right end of the structure, this being the end remote from the end having the casters or wheels 20. With only the one elevated, the easel can be rolled from place to place. Thus, the easel is truly a portable one, even though it does have an appreciable length, a length sufficient in the illustrated instance of accommodating approximately eight students at each side.

Not only do the cup rails 50 allow a sufiicient number of paint cups to be held, but these rails in conjunction with the bottom rails 54 lend considerable rigidity to the over-all easel construction. The bottom rails 54, while serving to support the bottoms of various cups 56, can also be used for placing paintbrushes and the like thereon.

In view of the preceding description, it is believed that it can be seen that a very versatile easel has been devised and which will have especial utility for use where group instruction is to be undertaken.

It will, of course, be understood that various changes may be made in the form, details, arrangements and proportions of the parts Without departing from the scope of my invention as set forth in the appended claims.

What is claimed:

1. A classroom easel comprising:

(a) a horizontal baseboard having a pair of parallel grooves extending along the upper face thereof, each end of said baseboard being provided with a recess in its said upper face;

(b) a pair of panels hinged together at their upper edges, said grooves being of substantially the same width as the thickness of said panels so as to snugly receive the lower edges of said panels in said grooves and said grooves inclining toward each other at the upper face of said baseboard in order to maintain said panels at an inclination determined by said grooves so that said panels provide inclined working surfaces at either side of the easel for drawing paper and the like;

(0) means underlying said baseboard for supporting said panels at a desired working height, and

(d) a pair of rod members having their lower ends of a size to fit in said recesses in order to maintain said rod members vertical with an upper portion thereof extending between the upper edges of said panels.

2. A classroom easel in accordance with claim 1 in which:

(a) said rod members have a circular cross-section,

and

(b) said upper panel edges are formed with arcuate notches for the snug accommodation of said rod members.

3. A classroom easel in accordance with claim 2 including:

(a) a flexible line above said upper panel edges and having its opposite ends connected to said rod members,

(b) said line being sufficiently taut to exert a pull on said rod members and thereby cause said rod members to pressurally bear on said panels in the region of said arcuate notches.

4. A classroom easel comprising:

(a) a horizontal baseboard having a pair of upwardly and inwardly inclining grooves formed in a spaced parallel relation in the upper face of said baseboard;

(b) at least two connector brackets underlying said baseboard adjacent opposite ends thereof,

(c) said brackets having portions thereof projecting laterally beyond the side edges of said baseboard; (d) a cup rail secured to the upper edges of said projecting bracket portions,

(e) said cup rail having a series of spaced openings for the accommodation of a plurality of paint cups;

(f) a pair of panels hinged together at their upper edges and having their lower edges snugly receivable in said grooves to provide inclined working surfaces i111 their side of the easel for drawing paper and the ike;

(g) leg means attached at their upper ends to the lower face of said baseboard, and

(h) a bottom rail secured to the lower edges of said brackets beneath said cup rail so that the bottoms of said paint cups may rest thereon.

FRANK B. SHERRY, Primary Examiner. 

1. A CLASSROOM EASEL COMPRISING: (A) A HORIZONTAL BASEBOARD HAVING A PAIR OF PARALLEL GROOVES EXTENDING ALONG THE UPPER FACE THEREOF, EACH END OF SAID BASEBOARD BEING PROVIDED WITH A RECESS IN ITS SAID UPPER FACE; (B) A PAIR OF PANELS HINGED TOGETHER AT THEIR UPPER EDGES, SAID GROOVES BEING OF SUBSTANTIALLY THE SAME WIDTH AS THE THICKNESS OF SAID PANELS SO AS TO SNUGLY RECEIVE THE LOWER EDGES OF SAID PANELS IN SAID GROOVES AND SAID GROOVES INCLINING TOWARD EACH OTHER AT THE UPPER FACE OF SAID BASEBOARD IN ORDER TO MAINTAIN SAID PANELS AT IN INCLINATION DETERMINED BY SAID GROOVES SO THAT SAID PANELS PROVIDE INCLINED WORKING SURFACES AT EITHER SIDE OF THE EASEL FOR DRAWING PAPER AND THE LIKE; (C) MEANS UNDERLYING SAID BASEBOARD FOR SUPPORTING SAID PANELS AT A DESIRED WORKING HEIGHT, AND 